Most of Carolynn's AP Resources are on her hard drive OR in the 11th/12th Literature sections of the wiki. Please contact me if you want to talk AP Language OR Ali, Maura & Elena for AP Literature!
Rhetorical Modes/Types of Writing
The aim of this unit is for students to be able to identify types of writing (in a text overall AND in isolated lines/paragraphs within a text.) Is the text a narrative that opens with description? Is the text an argument that uses exemplification to prove the point? This is a foundational concept to AP Language & Composition that is not too difficult. The key points: There are many "rhetorical modes"/"types of writing". You can identify a text's "rhetorical mode" based on its "defining features/key words". Texts can (and often do) include more than one "rhetorical mode".
Day 1: Students define the types of writing. (Create note cards for each mode. Mode name and definition on the front, features/identifying words on the back. I had my students do this on their own using the internet (http://www.tc.umn.edu/~jewel001/CollegeWriting/START/Modes.htm) then we went over them as a class.
Day 2: Students memorize/practice features/identifying words of each mode. Print out the excel sheet. Cut it into strips and mix them.
Matching Cards Practice:Rhetorical Modes and Features.xls Students must form 8 piles of matching cards (one for each mode.) Each pile will have: (1) the name of the rhetorical mode/writing type (2) the definition (3) the features/identifying words (4) an example.
Gallery Walk Practice: I printed out MC passages from the previous AP exam, on the college board website and my students did a gallery walk identifying the rhetorical mode(s) used in each passage. They had to write down on their papers: (1) the passage # (2) the rhetorical mode(s) (3) the features/identifying words from the passage that helped them figure this out
The aim of this unit is to help students develop comprehension skills for extremely high-level texts, apply difficult concepts from one text to new texts, and analyze the use of style/structure in non-fiction. (Created by Carolynn, Spring 2010 for AP English Language and Composition as an extension of a unit on Power & Leadership that began with Lord of the Flies.)
Day 2-3: Walk students through comprehension of two excerpts from The Prince, decoding unknown words, translating individual sentences, and outlining the overall point [the "WHAT"/"SAYS" of the text]
AP ENGLISH LANGUAGE and COMPOSITION
Most of Carolynn's AP Resources are on her hard drive OR in the 11th/12th Literature sections of the wiki. Please contact me if you want to talk AP Language OR Ali, Maura & Elena for AP Literature!
Rhetorical Modes/Types of Writing
The aim of this unit is for students to be able to identify types of writing (in a text overall AND in isolated lines/paragraphs within a text.) Is the text a narrative that opens with description? Is the text an argument that uses exemplification to prove the point? This is a foundational concept to AP Language & Composition that is not too difficult.The key points: There are many "rhetorical modes"/"types of writing". You can identify a text's "rhetorical mode" based on its "defining features/key words". Texts can (and often do) include more than one "rhetorical mode".
Day 1: Students define the types of writing. (Create note cards for each mode. Mode name and definition on the front, features/identifying words on the back. I had my students do this on their own using the internet (http://www.tc.umn.edu/~jewel001/CollegeWriting/START/Modes.htm) then we went over them as a class.
Day 2: Students memorize/practice features/identifying words of each mode. Print out the excel sheet. Cut it into strips and mix them.
The Prince, by Machiavelli
The aim of this unit is to help students develop comprehension skills for extremely high-level texts, apply difficult concepts from one text to new texts, and analyze the use of style/structure in non-fiction. (Created by Carolynn, Spring 2010 for AP English Language and Composition as an extension of a unit on Power & Leadership that began with Lord of the Flies.)Unit Overview.doc
Unit Text - The Prince - Annotated-Planning Document.doc
Day 1: Introduce Machiavelli's Historical Context, so students will understand what shaped his views
- Day 1 - Machiavelli's Historical Context.doc
Day 2-3: Walk students through comprehension of two excerpts from The Prince, decoding unknown words, translating individual sentences, and outlining the overall point [the "WHAT"/"SAYS" of the text]- Unit Text - The Prince (Blank Student Copy).doc
- Day 2 - Do Now - Virtue.doc
- Day 3 - Do Now and Notes - on being 'bad'.doc
Day 4: Apply Machiavelli's philosophies of leadership to a short story about a tyrannical mayor- Day 4 - Lesson Plan - Applying Machiavelli to Fiction.doc
- Day 4 - Text - One of These Days by Gabriel Marquez.doc
- Day 4 - Handout - Do Now and Marquez Historical Context .doc
Day 5: Analyze Machiavelli's Style (using Says/Does Outline) [the "HOW"/"DOES" of the text]- Day 5 - Lesson Plan - Intro to Says-Does Analysis.doc
- Day 5 - Handout - Intro to Says-Does Analysis.doc
Day 6: Students independently read next section of The Prince in preparation for Unit Test (60 min) then play "Review Jeopardy"- Test - Jeopardy Review for Machiavelli Test.ppt
- Test - Study Guide.doc
Day 7: Unit Test